Unit 11 (thcs phan thành long)

UNIT 11: SCIENCE TECHNOLOGY Lesson 1: Getting started - You know what? Great news for students I OBJECTIVES By the end of this lesson, Ss will be able to: - Gain an overview about the topic Science technology - Gain vocabulary to talk about Science technology - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Love talking about themselves and their problems II LANGUAGE FOCUS - Key terms/ Vocabulary: technology(n); face to face (adj); epidemics (n); contact lens (n); breakout room (n); invention (n) - Structure: Reported speech (statements); Giving and responding to good news III INSTRUCTIONAL RESOURCES - Grade textbook, Unit 11, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages A WARM-UP (5 mins) B KNOWLEDGE FORMATION ACTIVITIES (10 mins) Contents and techniques for organizing students’ learning activities Expected products and assessment of students’ work GAME: HIDDEN WORD - T introduces the rule of the game: + Read the questions or situations + Find a word to answer each question or fill in each situation - T leads to the new unit Write the unit title SCIENCE TECHNOLOGY on the board - Ask Ss to guess what they are going to learn about in this unit - T checks ss’ vocabulary and give feedback Vocabulary pre-teaching Observation - Teacher introduces the vocabulary Questions & answers - Teacher explains the meaning of the new Student’s talk vocabulary by pictures/ explanation/ examples - Teacher reveals that these seven words will appear in the reading text and asks students to open their textbooks to discover further - Teacher checks students’ pronunciation and gives feedback Task Listen and read (5 mins)- IW-PW Observation Set the context: - Teacher has Ss look at the pictures in the book Questions & answers Student’s talk and answer the questions Questions: Stages Contents and techniques for organizing students’ learning activities - T encourages ss to answer the questions, but doesn’t confirm their answers - Teacher plays the recording for ss to listen and read along Then invite some pairs of Ss to read the conversation aloud - T refers to the questions previously asked and confirms the correct answer C PRACTICE (20 mins) Task Read the conversation again and tick (v) T (True) or F (False) (6 mins)-PW - Ask Ss to work in pairs to read the conversation - Ask them to underline the key words and phrases in the statements Then have pairs work for one or two minutes to check if the statements are true or false - Have Ss read out the statements and say if the statements are true or false - Make sure they pronounce the words correctly - Check the answers as a class Task Label each picture with a phrase from the box (7 mins)- PW - Ask Ss to say the phrases aloud Make sure they pronounce the phrases correctly - Ask Ss to work in pairs to label the pictures with the appropriate words or phrases - Check the answers as a class Task Complete the sentences, using the phrases in (7 mins)- IW - Ask Ss to work independently to complete each sentence with a phrase from the box in Expected products and assessment of students’ work - Who are the girl and the boy? - Where you think they are? - What might they be talking about? - What can you see in the bubble? Suggested answer: They are Minh and Ann They are at school They are discussing their online class / robot teacher Observation Questions & answers Student’s talk Answer key: F T F T T Observation Questions & answers Student’s talk Answer key: computer screen 3D contact lenses online class robot teacher breakout rooms Internet connection Observation Questions & answers Student’s talk Answer key: computer screen breakout Stages D APPLICATION ACTIVITIES (5 mins) E HOMEWORK (5 mins) Contents and techniques for organizing students’ learning activities - Allow Ss to refer to the pictures and phrases in Activity or the conversation if needed - Check the answers as a class - Ask several Ss to read aloud the full sentences Correct Ss’ pronunciation if needed - Teacher checks students’ exercise individually and give feedback Task 5: Quiz: Do you know what things were invented in these years? Work in pairs and find out - Ask Ss to work in pairs to read the information and to make guesses - Encourage Ss to guess as many things as possible - Ask some Ss to report things they have thought of / work out - Name technologies and inventions they have learnt about in the lesson - Learn the new words and phrases by heart - Do Exercise page…Unit 11 in Workbook - Prepare Project: P124-125 + Ask Ss to organise their report into a presentation + Ask Ss to work in groups to make an interview with their friends, then collect and present data) Expected products and assessment of students’ work rooms robot teacher online class 3D contact lenses Observation Questions & answers Student’s talk UNIT 11: SCIENCE AND TECHNOLOGY Lesson 2: A closer look I OBJECTIVES By the end of this lesson, Ss will be able to: - Identify some nouns related to the topic of science and technology and some new technologies - Identify some new verb phrases that used to talk about inventions, discoveries, creations and development - Identify sentence stress - Develop competencies of communication, cooperation, and self-management - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Raise ss’ knowledge of science and technology - Have good attitude to science and technology II LANGUAGE FOCUS - Key terms/ Vocabulary: face recognition (n); experiment (n); eye-tracking (n); fingerprint scanner(n); digital communication (n) - Structure: Reported speech (statements); Giving and responding to good news III INSTRUCTIONAL RESOURCES - Grade textbook, Unit 11, A closer look - Computer connected to the Internet - Projector / TV/ pictures and cards - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages A WARM-UP (5 mins) B KNOWLEDGE FORMATION ACTIVITIES (6 mins) Contents and techniques for organizing students’ learning activities Game: Labelling the pictures - Give Ss a few minutes to play a game Have Ss play in two groups - Give Ss pictures of things and strips of paper with phrases including computer screen, breakout rooms, robot teacher, online class, 3D contact lenses, connection - Ask teams to stick the phrases to the right pictures - The team with the most correct answers wins - Ask Ss to open their books to page 116 - T checks ss’ vocabulary and give feedback Task Write the words and phrases under each picture.- PW Expected products and assessment of students’ work Observation Questions & answers Student’s talk Key: Observation Questions & answers Student’s talk Key: digital communication face recognition eye-tracking experiment fingerprint scanner Stages Contents and techniques for organizing students’ learning activities Expected products and assessment of students’ work video conferencing C PRACTICE ACTIVITIES (25 mins) - Have Ss read aloud the words / phrases in the box - Ask Ss to work in pairs to look at the pictures and describe the pictures - Have pairs write the correct words / phrases under the pictures Explain the meaning of the new words / phrases in Vietnamese, if needed - Invite Ss to take turns to read out their answers - Correct their pronunciation if needed - Check the answers as a class - Teacher checks students’ pronunciation and gives feedback Task Choose the option that best completes each phrase (6 mins) - IW - Ask Ss to read aloud the given verbs and nouns - Explain the verbs and if possible, give some examples Also explain the verbs in Vietnamese - Ask Ss to work in pairs to choose the correct options to complete the phrases - Check the answers as a class - Have some Ss read aloud the phrases - Correct Ss’ pronunciation if necessary - Also ask Ss to add more words / phrases to the verbs to make up other phrases - This way, T can broaden Ss’ vocabulary if they are ready Observation Questions & answers Student’s talk * Vocabulary: face recognition (n): Công nghệ nhận biết gương mặt eye-tracking (n): Công nghệ theo dõi cử động mắt experiment (n): thí nghiệm fingerprint scanner (n): Thiết bị quét vân tay digital communication (n): Giao tiếp kỹ thuật số Observation Questions & answers Student’s talk - To create something = To bring into existence out of nothing E.g.: She created a new robot - To invent = to design a new process or mechanism E.g: He invented a new electric cooker - To develop = grow gradually or become bigger, stronger, etc E.g.: They developed a relationship / a method to work better / a computer programme Task Complete the sentences with Answer key: the words and phrases from the box (7 1.A 2A 3A 4B mins)- IW - Ask Ss to work individually to choose the correct answer for each sentence - Have Ss swap their answers with Observation partners Then check the answers as a Questions & answers class Student’s talk - Also ask some Ss to read out their Answer key: answers Then have some Ss read the discovered sentences aloud as a class invented Correct Ss’ pronunciation if necessary created Task Listen and repeat the words experiments Stages Contents and techniques for organizing students’ learning activities Pay attention to the sounds /sp/ and /st/.(6 mins) - IW - Have Ss listen to the recording once first Ask them to pay attention to the stressed syllables - Play the recording again for them to listen and repeat each word as a class, then as individuals Play the recording as many times as possible - Then ask Ss to read out the sentences Correct their pronunciation and stress if needed - Introduce the rules in the Remember! Box: stress sentences, which words in a sentence should be stressed, and which are not - Remind Ss of the words that receive stress in a sentence, which they leant in Unit 11 Tiếng Anh Task Listen and repeat the sentences How many stressed words are there in each sentence (6 mins)-IW - Play the recording for Ss to listen and repeat each sentence after the recording Correct Ss’ pronunciation if necessary - Ask Ss to count the number of stressed words in each sentence Check if Ss have counted enough stressed words in each of the sentences - Call on some Ss to read the sentences Play the recording multiple times if necessary - Teacher checks students’ answers and their pronunciation and gives feedback D APPLICATION ACTIVITIES (5 mins) GAME: BROKEN TELEPHONE-GW - Teacher explains the rule: RULE: - Gather or more players -The person starting the game thinks of SENTENCE and whispers it into the next player’s ear only once, with no repeats allowed - That listener tries to correctly repeat that SENTENCE into the next player’s ear (Paying attention to the sentence’s stress) The last person in the line or at the end of the circle repeats the SENTENCE - Allow a moment for giggles if the message is “broken” or changed The Expected products and assessment of students’ work fingerprint scanner Observation Questions & answers Student’s talk Observation Questions & answers Student’s talk He is an inventor We won’t have a robot teacher next year She likes learning online Was she checking attendance when you came? - No, she wasn’t What did he invent? Key: 1 3 Observation Questions & answers Student’s talk Stages E HOMEWORK (5 mins) Contents and techniques for organizing students’ learning activities player who started announces the correct SENTENCE - Players take turns thinking of the next SENTENCE to pass through a whisper - Learn by heart words and phrases related to new technologies and new verb phrases that are used to talk about inventions, discoveries, creation, and development - Learn by heart “REMEMBER” about sentence stress - Do Exercise… page…Unit 11 in Workbook Expected products and assessment of students’ work UNIT 11: SCIENCE AND TECHNOLOGY Lesson 3: A closer look P117-118 I OBJECTIVES By the end of this lesson, Ss will be able to: - identify what direct speech and reported speech are - realize some differences between a direct speech and a reported speech (statements) - be aware of changes in tenses, pronouns, time, and place expressions - Develop competencies of communication, cooperation, and self-management - Be collaborative and supportive in pair work and teamwork - Develop self-study skills - Actively join in class activities - Have a positive attitude to using reported speech in daily life II LANGUAGE FOCUS - Key terms/ Vocabulary: face recognition (n); experiment (n); eye-tracking (n); fingerprint scanner(n); digital communication (n) - Structure: Reported speech (statements); Giving and responding to good news III INSTRUCTIONAL RESOURCES - Grade textbook, Unit 11, A closer look - Computer connected to the Internet - Projector / TV/ pictures and cards - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages A WARM-UP (5 mins) B KNOWLEDGE FORMATION ACTIVITIES (12 mins) Contents and techniques for organizing students’ learning activities Game: MEMORIZING RULE: - Work in groups - Look at the pictures in 30 seconds and try to remember what each people said - Write down on the posters what each of the people in the picture said - The group with the most correct answers is the winner - T checks ss’ answers and gives feedback Grammar: Reported speech (Statements) Task Look at part of the conversation in GETTING STARTED again Then match Minh’s uncle’s direct speech with his reported speech - Ask Ss to work individually to look at the part of the conversation from GETTING STARTED - Ask Ss to underline the sentences in GETTING STARTED - Have Ss work in pairs to look at direct speech and reported speech boxes to match - Check the answers as a class - Ask some Ss to underline the differences in the pairs of sentences they have just matched - Emphasize will in direct speech is turned Expected products and assessment of students’ work Observation Questions & answers Student’s talk Observation Questions & answers Student’s talk Stages Contents and techniques for organizing students’ learning activities Expected products and assessment of students’ work into would in the reported speech - Ask several Ss to read aloud full sentences Correct their pronunciation if necessary TEACHING POINT C PRACTICE ACTIVITIES (28 mins) - Have Ss work individually to read the Remember! box - Write examples of direct speech and reported speech on the board - Ask some Ss to point out the differences between pairs of sentences (direct and reported speech sentences) - Remark on the differences in (1) verb form, (2) time expressions, (3) time and place expression, and (4) pronouns Task Complete the second sentences using the correct verb form (5 mins)-IW - Remind Ss that they should put the verb one tense back when they report something - Have Ss work in pairs to finish the sentences with the correct verb forms - Ask some Ss to write their answers on the board - Check Ss’ answers Correct any mistakes and re-explain the rule if necessary - Have Ss read out loud sentences again and correct pronunciation if necessary Task Complete the second sentences with the words and phrases from the box (5 mins)- PW - Have Ss work individually to underline the expressions denoting time and place in the direct sentences - Ask Ss to choose the correct word / phrase from the box to fill each of the reported sentence Remind them of the expressions they have just underlined in each of the direct speech sentences - Ask some Ss to read out the direct and reported speech sentences Correct pronunciation if necessary - Check the answers as a class - Students peer correction - Teacher checks students’ answers as a class and give feedback Task Complete the second sentence in Answer key: 1.B 2.A Observation Questions & answers Student’s talk was would take was talking were going didn’t have the next day then that day that year there Stages Contents and techniques for organizing students’ learning activities each pair so that it means the same as the first one (10 mins)- IW - Have Ss work individually for five minutes to complete the reported sentences Then ask them to work in pairs to swap their answers - Ask some Ss to write their reported sentences on the board - Check the answers as a class - Have the class read out the sentences Correct pronunciation when necessary - Students peer correction - Teacher checks students’ answers as a class and give feedback D APPLICATION ACTIVITIES (4 mins) E HOMEWORK (5 mins) Task Work in pairs One student says a sentence and the other changes that sentence into reported speech Then swap roles- PW GAME: He/ She said that… - Divide the class into groups - Instruct Ss to play the game in groups - Give groups two minutes to prepare Tell them that groups can write down their group’s sentences - Invite one group to read out or say aloud a direct speech sentence and the other to say out the sentence in reported speech, starting with She / He said - T corrects any grammar and pronunciation mistakes if necessary Learn the rules of changing direct speech into reported speech by heart  Retell what direct speech and reported speech are  Retell the rules of changing direct speech to reported speech Do exercise…page…Unit 11 in Workbook Expected products and assessment of students’ work The scientist said that we would live much longer in the future Our teacher said that our school was going to have a new laboratory there My dad said that they were developing technology to monitor students better Tom said that there were no classes the next day because their teacher was ill The teacher said that they wanted some students to join the science club the next semester UNIT 11: SCIENCE AND TECHNOLOGY Lesson 4: Communication P118-119 I OBJECTIVES By the end of this lesson, Ss will be able to: - Identify how to give and respond to good news - Know about the benefits and problems of online learning - Give and respond to good news - Read and talk about the benefits and problems of online learning - Develop competencies of communication, cooperation, and self-management - Be collaborative and supportive in pair work and group work - Raise ss’ awareness of the benefits and problems of online learning - Have good attitude to giving and responding to good news II LANGUAGE FOCUS - Key terms/ Vocabulary: face recognition (n); experiment (n); eye-tracking (n); fingerprint scanner(n); digital communication (n) - Structure: Reported speech (statements); Giving and responding to good news: - Great news for us; Great!; Congratulations! III INSTRUCTIONAL - Grade textbook, Unit 11, Communication - Computer connected to the Internet - Projector / TV/ pictures and cards - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages Contents and techniques for organizing students’ learning activities A WARM-UP (3 mins) Clip watching: - T lets ss watch a clip and ask ss what the clip is about - T leads in the new lesson Ask Ss to look at COMMUNICATION on page 118 - T checks ss’ answers and give feedback B KNOWLEDGE I Everyday English: Giving and FORMATION responding to good news ACTIVITIES Task 1: Listen and read the (6 mins) conversation, paying attention to the highlighted parts - Play the recording for Ss to listen and read the conversation between Nick and Mi Ask Ss to pay attention to the highlighted parts Emphasise the ways to give good news and Expected products and assessment of students’ work Observation Questions & answers Student’s talk Expected answers: - Giving and responding the news Observation Questions & answers Student’s talk To give and respond to good news, you can use: - Great news for us - Great! - Congratulations! Stages C PRACTICE ACTIVITIES (20 mins) Contents and techniques for organizing students’ learning activities respond to good news: - Tell Ss that Great! and Congratulations! are different ways to respond to good news in different contexts Tell them that if good news is general and good for everyone, we can say Great!; if the news is good for the speaker only, the responder may say Congratulations! - Have Ss practise the conversation Task 2: Work in pairs Give news and respond to the news in the following situations - Ask Ss to work in pairs to make similar conversation - Tell them to use the contexts given and the sample expressions - Give feedback on their conversation - Teacher listens to students’ pronunciation and gives feedback Task Work in pairs Read the posts from some students about online learning and complete the table (10 mins) - PW - Ask some Ss to read the posts aloud - Have Ss work in pairs to read the posts to get information from the post and to fill in the table below - Ask some pairs to read out their answers - Make corrections if necessary - Check the answers as a class - If time allows, ask some students to retell information from the posts or to role play the four friends to tell class about the platform their teacher uses for their classes Task Work in groups Talk about a platform you use for your online classes or one you know about What are the benefits and problems of using it? (10 mins)- PW - Have Ss work in groups to talk about the benefits and problems of their online learning platform - Ask them to think of the platform they use and use the table in Activity to make notes Tell them to use adjectives or phrases as in Activity - Invite some Ss to tell about their Expected products and assessment of students’ work Observation Questions & answers Student’s talk You tell your classmate about the new vending machine at your school You tell your classmate about a new laptop that your dad gave you on your birthday Observation Questions & answers Student’s talk Benefits Problems It’s convenient 1.Some students don’t have computers or Students don’t smart phones have to get up early 2.The Internet connection is poor It helps students3.It makes some become more students feel more independent stressed when learning online It helps students4.Students can’t meet avoid traffic jams their classmates 5.Some students get tired eyes and can’t concentrate well Stages D APPLICATION ACTIVITIES Contents and techniques for organizing students’ learning activities online learning platforms Correct any grammar or pronunciation mistakes if necessary - T listens to ss’ reports and gives feedback on their pronunciation and content Task Report the answers of one of your group members to the classGW - Have Ss work in groups to discuss their online learning platforms - Tell them that they can make notes about what their friends like and dislike about the platform their classes /teachers use - Ask them to use ideas from the posts and the table in Activity - Invite group representatives to report one of their group member’s answers Give feedback on Ss’ reports E HOMEWORK  Learn the ways of giving and responding to good news (5 mins)  Write a paragraph of 50-70 words about the benefits and problems of a platform you use for your online classes  Do Exercise page…Unit 11 in Workbook Expected products and assessment of students’ work Observation Questions & answers Student’s talk Expected outcome: * You can conclude: - The name of the platform you use for your online classes or one you know about + Its benefits + Its problems Example: Lan said that her extra class used Microsoft Teams She said that she and her classmates found it difficult to use However, it is convenient to have online classes on Microsoft Teams when the weather is bad UNIT 11: SCIENCE AND TECHNOLOGY Lesson 5: Skills P120-121 I OBJECTIVES By the end of this lesson, Ss will be able to: - Improve the skill of reading advertisements for details - Remember the lexical items related to some new technologies that are applied at schools - Recognize how to make a conversation to ask and answer information about an invention or a technology - Develop their reading skill for specific and general information through ticking exercise and multiple choice questions - Practise asking and answering questions for information about an invention or a technology - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Develop presentation skill - Actively join in class activities - Raise ss’ awareness of some new technologies that are applied at schools - Have a good attitude to applying and using new technology or inventions at schools II LANGUAGE FOCUS - Key terms/ Vocabulary: biometrics (n); truancy (n); Nanolearning (n); effortless (adj); platform (v); cheating (n) - Structure: Reported speech (statements); Giving and responding to good news: - Great news for us; Great!; Congratulations! III INSTRUCTIONAL - Grade textbook, Unit 11, Skills - Computer connected to the Internet - Projector / TV/ pictures and cards - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages A WARM-UP ACTIVITIES (3 mins) B KNOWLEDGE FORMATION ACTIVITIES (6 mins) Contents and techniques for organizing students’ learning activities Brainstorming: - Ask ss to name the technological applications your school uses - Ask Ss to look at SKILLS on page 120-121 - T listens to ss’ answers and gives feedback I PRE-READING Vocabulary pre-teaching - Teacher asks ss to look through the text and pay attention to the underlined words - Teacher gets ss to guess the meaning of the new vocabulary through context - Teacher confirms the answers then gets ss to read orally and take notes of all the four words in their notebooks Expected products and assessment of students’ work Observation Questions & answers Student’s talk Expected answers: - Fingerprint scanner - Face recognition Observation Questions & answers Student’s talk * Vocabulary: biometrics (n) /ˌbaɪəʊ ˈmetrɪks/ Khoa học sinh trắc truancy (n) /ˈtruːənsi/ Trốn học, nghỉ học không phép Nanolearning (n) /’nỉnəʊlɜːnɪŋ/Dạy học với dạy kích thước nhỏ effortless(adj) /ˈefətləs/ Stages Contents and techniques for organizing students’ learning activities Expected products and assessment of students’ work Không cần nhiều nỗ lực platform(v) /ˈplætfɔːm/ Nền tảng cheating (n) /tʃiːtɪŋ/ Gian lận Observation Questions & answers Task 1: Work in pairs Name the Student’s talk technological applications in the eye tracking pictures Can they be used in schools? fingerprint scanner (3 mins)- PW face recognition C PRACTICE ACTIVITIES (20 mins) - Have the class work in pairs to describe the pictures and say what technology the pictures are about - Ask Ss to discuss if these technologies can be used at schools - Teacher listens to students’ pronunciation and gives feedback * WHILE-READING Task Read the passage and tick (v) B (Biometrics) or N (Nanolearning) (10 mins)-IW - Ask Ss to work individually to read the texts and to decide if the statements from text are about biometrics or nanolearning Ask them to write B (Biometrics) or N (Nanolearning) - Ask Ss to underline the key words in each of the statements then search for the information in the two texts - Have Ss to work in pairs to swap answers or to check answers together - Ask some Ss to read out loud the statements and say B or N Ask them to show the parts in the reading where they find the answers - Check the answers as a class Task Read the passage and choose the correct answer A, B, or C (10 mins)- IW - Have Ss work individually for five minutes and choose the correct answers Observation Questions & answers Student’s talk Answer key: N B B N N Observation Questions & answers Student’s talk Stages D APPLICATION ACTIVITIES (15 mins) Contents and techniques for organizing students’ learning activities Remind them to underline the key words in the questions and the evidence for the answers - Ask Ss to take turns to give the answers Ask them to show the parts in the reading texts where they find the answers - Check the answers as a class - T can also ask one or two Ss to say which technology they prefer and why or ask them to orally summarise each of the texts - T checks the answers as a class and give feedback * POST-READING (SPEAKING) Task Work in pairs Discuss and match the questions in A with the answers in B, and then make a conversation about an invention - PW (10 minutes) - Have Ss work in pairs to match the questions in A with the answers in B - Have them practise asking and answering questions about biometrics in the example - Assist Ss to make full questions when necessary - Ask them to ask and answer questions about an invention or a technology they like or know - Ask some pairs to role-play it - Ask the class to offer feedback on their questions, answers, and pronunciation - Prepare cue cards about different inventions / technologies and ask Ss to practise asking and answering questions about those inventions / technologies - This activity helps prepare Ss for Task Work in groups Ask and answer questions about a technology or an invention Use the example in as a cue Then report your answers to the class (5 minutes) - Have Ss work in groups to ask and answer questions about a invention or a technology; - Ask them to explain what they can use the technology or invention for - Invite one representative of each group to report their group’s answers to the class Expected products and assessment of students’ work Suggested answers: Observation Questions & answers Student’s talk A: What technology you like? B: I like biometrics A: Who invented it? B: Alphonse Bertillon A: When did he invent it? B: In 1880s A: How can we use it? B: It can help us check students’ attendance We can also use it to check identities of people at airports or offices Observation Questions & answers Student’s talk Example: Mi likes biometrics Alphonse Bertillon invented it in 1800s It is a very important technology We use it to … Stages E HOMEWORK (3 mins) Contents and techniques for organizing students’ learning activities - Give feedback on their reports in terms of language, reported verb forms, and pronunciation - T asks the class to give feedback on their questions and answers, and pronunciation - T gives feedback on their reports in terms of language, reasoning skills, and pronunciation - Learn the new words by heart - Do Exercise… page …Unit 11 in Workbook Expected products and assessment of students’ work UNIT 11: SCIENCE AND TECHNOLOGY Lesson 6: Skills P122-123 I OBJECTIVES By the end of this lesson, Ss will be able to: - Recognize listening skills for specific information about what a robot teacher can and can’t - Remember the lexical items related to - Recognize how to write a paragraph expressing opinions about whether a robot teacher will replace human teachers at school - Improve the skill of listening for details - Improve listening comprehension and note-taking skills - Improve the writing skill of writing a paragraph expressing opinions - Develop communication skills and creativity - Be collaborative and supportive in pair work and group work - Actively join in class activities - Raise ss’ awareness of what a robot teacher can and can’t - Have the right attitude toward whether a robot teacher will replace human teachers at school II LANGUAGE FOCUS - Key terms/ Vocabulary: interact with (v); emotional (adj) - Structure: Reported speech (statements); Giving and responding to good news: - Great news for us; Great!; Congratulations! III INSTRUCTIONAL - Grade textbook, Unit 11, Skills - Computer connected to the Internet - Projector / TV/ pictures and cards - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages A WARM-UP (3 mins) B KNOWLEDGE FORMATION ACTIVITIES (6 mins) Contents and techniques for organizing students’ learning activities Expected products and assessment of students’ work Naming the pictures Observation - Ask ss to look at the five pictures on Questions & answers the screen and name types of robots Student’s talk Suggested answers: - Lead in the lesson: There are many doctor robot types of robots nowadays Today we space robot are going to learn about teacher worker robot robots and what a teacher robot can home robot and what it can’t in Lesson teacher robot SKILLS on page 122 - T check ss’ answers and gives feedback * PRE-LISTENING Vocabulary pre-teaching Observation - Teacher introduces the vocabulary Questions & answers - Teacher explains the meaning of the Student’s talk new vocabulary by pictures or Vocabulary explanation emotional (adj): thuộc tình cảm - Teacher reveals that these two words interact with (v): tương tác will appear in the listening text and asks students to open their textbooks Observation Stages C PRACTICE ACTIVITIES (20 mins) Contents and techniques for organizing students’ learning activities to discover further Task Listen and tick (v) the things that you think a robot teacher can - Ask Ss to work in pairs to tick the things that a robot teacher can Ask Ss to add more things a robot teacher can - Tell Ss that they are going to listen to a conversation about a robot teacher and fill in each of the blanks with ONE word - Ask Ss to list things robots in general can (for example: doing boring housework, hard work in factories, delivering letters at workplaces, etc.) - Teacher listens to students’ pronunciation and gives feedback * WHILE- LISTENING Task Listen to the conversation and fill in each blank with ONE word (10 mins)-IW - Ask Ss to work individually to read the table and guess the possible words to fill in each of the blanks - Remind them to think of the part of speech of that word (noun, verb, adjective, adverb or number) and forms of nouns (singular, plural) - Play the recording once for Ss to fill in the blanks Remind Ss that they should write only ONE word for each blank - Check Ss’ answers and play the recording again for them to better understand the conversation between Tom and Lan Stop or rewind the recording where necessary Task Listen again and tick (v) T (True) or F(False) (10 mins)- IW - Ask Ss to work in pairs to read the statements and underline the key words in the statements - Play the recording once Give them two minutes to decide if the sentences are T (True) or F (False) - Play the recording again and check their answers as a class - T checks the answers as a class and gives feedback Expected products and assessment of students’ work Questions & answers Student’s talk Suggested answers: - 1, - A robot teacher can dance, teach subjects, play with students Observation Questions & answers Student’s talk Answer key: languages maths interact behave problems Observation Questions & answers Student’s talk Suggested answers: T T F F F Stages D APPLICATION ACTIVITIES (15 mins) E HOMEWORK (3 mins) Contents and techniques for organizing students’ learning activities * POST-LISTENING (WRITING) Task Work in pairs Discuss if you agree or disagree that robots will soon replace teachers at schools Write the reasons in the table.- PW (5 minutes) - Ask Ss to work in pairs to brainstorm ideas and fill in the blanks - Ask Ss to get ideas from the listening and add any more ideas they have - Ask some Ss to read out loud ideas for each column - Correct their pronunciation where necessary Task Now write a paragraph (80100 words) to express your opinion Use the notes in (10 minutes) - T records the ideas Ss have brainstormed in Activity on the board - Ask Ss to work individually to write for 15 minutes Tell them to use the information in Activity and any other ideas they may think of - Remind Ss to choose only three ideas for their paragraph - T asks one student to read out his / her paragraph - If time allows, also ask Ss to work in groups to write on an A1 / A0 size piece of paper, then T organises a gallery walk - Ss walk round and offer feedback on peers’ writing in terms of ideas, grammar and connectors - T gives feedback on their writing in terms of spelling, grammatical mistakes, cohesion, and content - Learn the new words by heart - Rewrite the paragraph expressing opinions about whether a robot teacher can(not) replace teachers at school - Do Exercise ……… page ……Unit 11/Workbook Expected products and assessment of students’ work Observation Questions & answers Student’s talk Observation Questions & answers Student’s talk